The DeSmet leader. (DeSmet, Kingsbury Co., Dakota [S.D.]) 1883-1891, 1887-08-27

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THE FORMATION or La WS.
BESSIE M. POSTER.
"Ordcr is Heavens first law Is the
poets dictum; and no society or school
can be successfully managed without
having this aphorism ever before 1t.
How is it to be accomplished? Is the
question that naturally arises In the
minds of all interested.
The majority OF educators labor under
the .fallacy that nothing can be done
without the adoption of compulsory
measures; consequently they establish.
and attempt to enforce laws that are
odious to those for whom they are de-
signed, and to which they themselves
would not passively submit. There II
no profession that requires 80 much
tact and common sense. combined with
a thorough knowledge OF human ma
ture as is required In teaching. With
these requisites, any person Of ordinary
ability may succeed; without them,
failure must necessarily ensue.
Too often the teacher enters the
sch0olroom impressed with tho belief
that he is empowered with all the au-
thority OF a dictator {; Alexander, Car
OF all the Russias, Is second only to him-
self in power. He prepares and reads
q long code Of rules exactinG obedience
under severe penalties from oil who
are 90 unfortunate ss to come under
his jurisdiction. As natural collse-
quence his pupils all detest him, and
are actuated by no higher motive than
fear in all their intercourse with him
whose assumption Of authority 10 go
CALLING to the independent spirit Of
childhood. Failing to gain the love and
confidence of those with whom he H.
daily associated. he finds that he has
mistaken his calling, and. to the great
delight Of both pupils and patrons. hci
abandons q profession which has made
him moro enemies than friends, and
which has been prolific source Of vex-
alton from beginning to end.
Can we wonder at the failure Of these
law. givers when such mode Of
discipline renders the school-rocm little
better than prison to spirits whose
very life is the sunshine Of love and
kindnessp The teacher should ex-
ercise dominion over his pupils; but
this great desideratum must be effected
by personal influence by magnetism
that must draw every heart towards !.
himself with an irresistible power. He
must first inspire the child with the as
surance that he is his friend must inn
molate ali selfish motives, and strive to
develope power In himself and pupils.
He forms the high resolve to be suc-
cessful teacher--to surmount all obsta-
cles In the attainment OF such an end,
ever looking beyond the Now at the re-
suits of the TO Come, 1t 10 great re-
sponsibility. albeit anEreat privilege to
be entrusted with the training or TIM
mortal spirits upon which we are daily.
hourly, making deathless impressions.
With these solemn impressions ever
before him, ask, can the teacher think
Of no higher grade Of governm0nt than
that Of coerciony by appealing "a thst
high sense of honor that exists In every
soul God has created claim that the
teacher can attain the greatest power.
He may occasionally have refractory
spirit to encounter but gentle measures
will usually accomplish far more s&tis-
factory results than the enforcement OF
all the laws his ingenuity can devise.
With Leigh Hunt let us remember that
Power itself hath not half the night.
Of gentleness. =
The teacher should adopt NO rules
that he does not intend to carry into ef-
feet, as this will eauss the papils TO-
question his veracity, and win have
tendency to detract from his own self
esteem.
Do not infer that I would not adopt
regulations of some kind in my admin
istrations In the school-room. for such =
course, claim. would be exceedingly
deleterious. While / oppose the en-
forcement Of the innumerable and rig
orous laws adopted by many Of the pro-
fession, some rules are indispensable To-
the good disciplinarian. frst OF which
should be the adoption Of the Golden
Rule. under which the judicious teache<
may form others, all OF which must
meet with the heartfelt approval Of
every pupil.
FAULTFINDING IN THE TEACHER. -~
There is no influence enlaneting from
the teacher, during recitation, which 60
completely paralyzes the mind Of tho
pupil as the practice OF scoldiuR or
ceaseless fault finding. once % prevail
ent. but now rapidly disappearing from
the public schools. The temptations to
petulance and snappishness on the part
Of teachers are manifold and q times
almost irresistablU. Lack Of faithful
preparation, Of quiclness Of PERCEPTION.
OF moderate reasoning power. 0f Inter-
est. OF enthusiasm, Of uninterrupted
attention, OF just appreciation Of tha
object and advantages Of rccitations.
are causes Of irritation TO be found I'M
almost all classes. Those who posseen
but little love Of the work Of education.
who regard neither the present happi-
ness Of children nor the futurU welfare
Of individuals or States. who. IN short.
work In the educational vineyard exs
clusively for dollars and oentu, q -.
cause moro coneenial neldsof labor ore